Practical Study On Project-Based Hierarchical Teaching Of "Mechanical Basis" Course In Secondary Vocational Schools

"Made in China 2025" issued in 2015 pointed out the direction of development and upgrading for China’s manufacturing industry."Opinions on Deepening the reform of Modern Vocational Education System Construction" issued in 2022 emphasized that high-quality technical and skilled talents should be cultivated to provide stable human resources for enterprises and industries.At present,vocational education is an important channel for manufacturing industry to directly transfer a large number of talents,and its talent training mode is in urgent need of reform and upgrading.As a comprehensive basic course,"Mechanical Basis" in secondary vocational schools covers necessary knowledge and skills for manufacturing and product research and development.Therefore,based on the teaching status of "Mechanical Basis" course in secondary vocational schools and guided by theories such as constructivism,this study innovatively applied project-based stratified teaching to carry out teaching practice research on "Mechanical Basis" course in secondary vocational schools,which improved students’ grasp of theoretical knowledge,practical skills and comprehensive quality,and provided an important reference for the application of project-based stratified teaching to other courses.Firstly,the research status of project teaching,stratified teaching and project-based stratified teaching is reviewed.The concepts involved in this study are defined and traced to the relevant theoretical basis as the theoretical support for project-based hierarchical teaching.Secondly,questionnaire survey and interview are used to investigate the teaching status of "Mechanical Basis" in secondary vocational schools.Questionnaire survey was conducted on students,interviews were conducted on teachers,interviews were conducted on the current situation of talents recruited by the human resources department of the enterprise and their needs for talents,and problems were summarized from the two dimensions of teachers and students.Thirdly,based on the teaching status of "Mechanical Basis" in secondary vocational schools and guided by the theories of constructivism and Dewey’s "learning by doing",this paper carries out project-oriented hierarchical teaching design for "Mechanical Basis" in secondary vocational schools,which not only illustrates the theoretical logic,but also serves as the path guidance for project-oriented hierarchical teaching practice.Finally,this paper uses the opportunity of educational practice to carry out project-oriented hierarchical teaching practice for the course of "Mechanical Basis" in secondary vocational schools.The course "Mechanical Basis" of secondary vocational school is designed as a project,and the teaching resource library is built.The project of "portable fan disassembly and assembly" project is taken as an example to demonstrate the layered teaching case.Two classes with similar professional level were selected as the experimental group and the control group respectively.The experimental group adopted project-based stratified teaching,while the control group adopted traditional teaching method.At the end of the practice,phased testing and questionnaire survey are used to test the practical effect of project-based stratified teaching.The results show that project-based stratified teaching significantly improves students’ theoretical knowledge level and has a more obvious effect on the development of students’ comprehensive quality.The results demonstrate the effectiveness of project-based stratified teaching in the teaching practice of "Mechanical Basis" in secondary vocational education.